Education in Singapore is managed by the Ministry of Education (MOE). It controls the development and administration of state schools receiving taxpayers' funding, but also has an advisory and supervisory role in respect of private schools. For both private and state schools, there are variations in the extent of autonomy in their curriculum, scope of taxpayers' aid and funding, tuition burden on the students, and admission policy.

Education spending usually makes up about 20 per cent of the annual national budget, which subsidises state education and government-assisted private education for Singaporean citizens and funds the Edusave programme. Non-citizens bear significantly higher costs of educating their children in Singapore government and government-aided schools. In 2000, the Compulsory Education Act codified compulsory education for children of primary school age (excepting those with disabilities), and made it a criminal offence for parents to fail to enroll their children in school and ensure their regular attendance. Exemptions are allowed for homeschooling or full-time religious institutions, but parents must apply for exemption from the Ministry of Education and meet a minimum benchmark.

The main language of instruction in Singapore is English, which was officially designated the first language within the local education system in 1987. English is the first language learned by half the children by the time they reach preschool age and becomes the primary medium of instruction by the time they reach primary school. Although Malay, Mandarin and Tamil are also official languages, English is the language of instruction for nearly all subjects except the official Mother Tongue languages and the literatures of those languages; these are generally not taught in English, although there is provision for the use of English at the initial stages. Certain schools, such as secondary schools under the Special Assistance Plan (SAP), encourage a richer use of the mother tongue and may occasionally teach subjects in Mandarin Chinese.

Singapore's education system has been consistently ranked as one of the highest in the world by the OECD. It is believed that this comes from the style of teaching that is implemented in Singapore. Teachers focus on making sure that each of their students thoroughly move through the syllabus before moving on. By doing this teachers in Singapore teach a much more narrow but deeper type of instruction. Furthermore, it has been described as "world-leading" and in 2010 was among those picked out for commendation by the Conservative former UK Education Secretary Michael Gove. According to PISA, an influential worldwide study on educational systems, Singapore has the highest performance in international education and tops in global rankings. In 2020, Singaporean students made up half of the perfect scorers in the International Baccalaureate (IB) examinations worldwide.

History

Pre-independence
Sir Thomas Stamford Raffles founded the Singapore Institution (now known as Raffles Institution) in 1823, thereby starting education in Singapore under the British rule. Later, three main types of schools appeared in Singapore: Malay schools, Chinese and Tamil (together) schools, and English schools. Malay schools were provided free for all students by the British, while English schools, which used English as the main medium of instruction, were set up by missionaries and charged school fees. Chinese and Tamil schools largely taught their respective mother tongues. Students from Chinese schools in particular were extremely attuned to developments in China, especially in the rise of Chinese nationalism.

During World War II, many students in Singapore dropped out of school, causing a huge backlog of students after the war. In 1947, the Ten Years Programme for Education Policy in the Colony of Singapore was formulated. This called for a universal education system that would prepare for self-governance. During the 1950s and 1960s, when Singapore started to develop its own economy, Singapore adapted a "survival-driven education" system to provide a skilled workforce for Singapore's industrialisation programme as well as to lower unemployment. Apart from being an economic necessity, education also helped to integrate the new nation together. The bilingualism policy in schools was officially introduced in 1960, making English the official language for both national integration and utilitarian purposes. Universal education for children of all races and background started to take shape, and more children started to attend schools. However, the quality of schools set up during this time varied considerably. The first Junior College was opened in 1969.

Post-independence
Education has always represented an area of focus for Singapore since its independence in 1965. Its emphasis on education partly reflects Singapore's virtual lack of natural resources and Singapore's need to develop its human resource and manpower capability in its continuing quest to build a knowledge-based economy.

In the 1980s, Singapore's economy started to prosper, and the focus of Singapore's education system shifted from quantity to quality. More differentiation for pupils with different academic abilities were implemented, such as revamping vocational education under the new Institute of Technology and splitting of the Normal stream in secondary schools into Normal (Academic) and Normal (Technical) streams. The Gifted Education Programme was also set up to cater to more academically inclined students.
In 1997, the Singapore education system started to change into an ability-driven one after then Prime Minister Goh Chok Tong outlined his "Thinking Schools, Learning Nations" vision. Under this policy, more emphasis was given to national education, creative thinking, collaborative learning as well as ICT literacy. Schools became more diverse and were given greater autonomy in deciding their own curriculum and developing their own niche areas. Differences between the various academic streams became blurred. The Ministry of Education also officially acknowledged that "excellence" will not be measured solely in terms of academics; a mountain range of excellence – with many peaks".

In recent years, the goal of the education sector, particularly tertiary education, has moved beyond simply building local manpower capabilities, and is actively being developed by the Singapore government as a source of revenue. The government's plan, which was initiated in 2002, is to make Singapore a "Global Schoolhouse", attracting revenue-generating international students. In 2002, the education sector accounted for 3.6% of Singapore's economy. The government's aim was to grow this sector to 5% of Singapore's economy over the subsequent decade.

School grades
The school year is divided into four terms. The first begins at the beginning of January and ends in Week 2 of March; the second begins in Week 3 of March and ends in the end of May; the third begins near July and ends in the first week of September, and the final term begins on the 2nd or 3rd week of September and ends in mid-November.

Kindergartens
Kindergartens in Singapore provide up to three years of pre-school for children ages three to six. The three years are commonly called Nursery, Kindergarten 1 (K1) and Kindergarten 2 (K2), respectively.

Kindergartens provide an environment for children to learn how to interact with others, and to prepare them for formal education at Primary school. Activities include learning language – written and oral – and numbers, development of personal and social skills, games, music, and outdoor play. Children learn two languages, English and their official Mother Tongue (Mandarin, Malay, or Tamil). Many private or church-based kindergartens might not offer Malay and/or Tamil, so non-Chinese pupils might also learn some Standard Mandarin in these kindergartens.

The kindergartens are run by the private sector, including community foundations, religious bodies, and civic or business groups. There are more than 200 kindergartens registered with Early Childhood Development Agency. Kindergartens are also run by child care centres as well as international schools.

The People's Action Party, which has governed Singapore since 1957, runs over 370 kindergartens through its charitable arm, the PAP Community Foundation.

Primary education
Primary education, normally starting at age seven, is a four-year foundation stage (Primary 1 to 4) and a two-year orientation stage (Primary 5 to 6). Primary education is compulsory under the Compulsory Education Act since 2003. Exemptions are made for pupils who are homeschooling, attending a full-time religious institution or those with special needs who are unable to attend mainstream schools. However, parents have to meet the requirements set out by the Ministry of Education before these exemptions are granted. Students have to take a test at Primary 4 to determine whether they could remain homeschooled. Primary education is free for all Singapore citizens in schools under the purview of the Ministry of Education, though there is a monthly miscellaneous fee of up to SGD 13 per student. From 2020 it was announced that there would be a cap of 25–30% for Permanent Resident children entering into 10 primary schools which had PR admissions close to 25 to 30 per cent. This was to keep the concentration of PR children low and allow more interaction between citizens and PRs.

The foundation stage is the first stage of formal schooling. The four years, from primary 1 to 4, provide a foundation in English, mother tongue (which includes Standard Mandarin, Malay, Tamil or a Non-Tamil Indian Language (NTIL), such as Hindi, Punjabi and Bengali), Mathematics and Science. Other subjects include Civics and Moral Education, arts and crafts, music, health education, social studies, and physical education, which are taught throughout Primary 1 to 6. Science is taught from Primary 3 (age 9) onwards.

English is taught as a first language in primary school, with the Ministry of Education choosing to do so as English is the lingua franca of international business, science and technology. Therefore, a strong foundation in the English Language is considered an essential skill to develop. Bilingualism is considered a cornerstone of Singapore's education system, and all students are required to choose a second, Mother Tongue Language (Chinese Language, Malay Language or Tamil Language) on enrolment into Primary school, to ensure that students can in future, tap the opportunities that can be found in the global environment. Exemptions are available for students whose native language is not an available Mother Tongue language (such as Nepali). With more Primary 1 students coming from households where English is the dominant language spoken at home, the Ministry of Education has continued to refine the teaching of Mother Tongue Languages, with greater emphasis on listening and speaking skills.

All pupils advance to the orientation stage after Primary 4, where they are streamed according to the pupil's ability. The streaming system has been adjusted: previously, pupils were divided at Primary 5 to the EM1, EM2 and EM3 (English and Mother Tongue at 1st, 2nd and 3rd language respectively) streams, but since 2008 they are streamed according to subject under a scheme known as "Subject-based banding". Students take subjects at different levels based on their scores in the respective subjects at the end of Primary 4. The Mother Tongue subjects are offered at the higher, standard or foundation levels; Science and Maths can be taken at the standard or foundation levels.

After six years of Primary education, students will have to sit for the national Primary School Leaving Examination (PSLE). Students will then choose the secondary school of their choice based on their results at this examination; they will then be assigned to a secondary school based on merit and their choice. Students are also admitted into a secondary school under a separate "Direct School Admission" scheme, whereby secondary schools are able to choose a certain number of students based on their special talents before these students take the PSLE. Students admitted under this scheme cannot select their schools based on their PSLE results.

Gifted Education Programme

The Gifted Education Programme (GEP) was set up by the Ministry of Education in 1984 to cater to the intellectually gifted students. This programme aims to develop gifted children to their top potential and it places a special emphasis on higher-order thinking and creative thought. There are currently 9 primary schools offering the Gifted Education Programme: Anglo-Chinese School, Catholic High School, Henry Park Primary School, Nan Hua Primary School, Nanyang Primary School, Rosyth School, Tao Nan School, St. Hilda's Primary School and Raffles Girls' Primary School. The Secondary School Gifted Education Programme was discontinued at the end of 2008 as more students take the Integrated Programme (IP); this has been replaced by a "School-Based Gifted Education" programme.

Pupils enter the programme through a series of tests at Primary 3, which will identify the top 1% of the student population. In the programme, pupils are offered special enrichment programmes to cater for their needs. However, GEP students are still required to take the national Primary School Leaving Examination like other mainstream students.

Secondary education

Based on results of the PSLE, students are placed into three different secondary education tracks or streams: "Express", "Normal (Academic)", or "Normal (Technical)" till 2023. From 2024, students will be divided into G1, G2 and G3, according to the Subject-Based Banding scheme. Singaporean citizens are forbidden to attend international schools on the island without Ministry of Education permission.

"Express" is a four-year course leading up to the Singapore-Cambridge GCE O Level examination. The difference between these two courses is that in the "Special" stream, students take 'Higher Mother Tongue' (available for Standard Mandarin, Malay and Tamil only) instead of 'Mother Tongue'. A pass (D7 or higher) in the Higher Mother Tongue 'O' Level Examination constitutes the fulfilment of the Mother Tongue requirement in Singapore, whereas Normal Mother Tongue Students will have to go through one more year of study in their Mother Tongue after their 'O' Levels to take the 'A' Level H1 Mother Tongue Examinations and fulfil the MOE's requirement. A foreign language, either French, German, Japanese or Spanish can be taken in addition to the mother tongue or can replace it. This is especially popular with students who are struggling with their mother tongues, expatriates, or students returning from abroad. Non-Chinese students may also study Standard Mandarin and non-Malay students Malay as a third language. This programme is known as CSP (Chinese Special Programme) and MSP (Malay Special Programme). Mother Tongue teachers conduct these lessons in school after usual hours. Students of Higher Mother Tongue languages are allowed to have up to two points taken off their O-level scoring, even if the student's Higher Mother Tongue is used as their L1 in computation of L1R5, a scoring system discussed below where a lower value is considered better, if they meet set benchmarks. The Ministry of Education Language Centre (MOELC) provides free language education for most additional languages that other schools may not cover, and provides the bulk of such education, admitting several thousand students each year.

"Normal (Academic)" is a four-year course leading up to the Normal (Academic) level (N(A)-level) exam, with the possibility of a fifth year leading up to the GCE O-level exam. The Normal (Academic) course is geared towards preparing students for the O-level exam in the fifth year, subject to good performance in the N(A)-level exam in the fourth year, and students take academic subjects such as Principles of Accounting. In 2004, the Ministry of Education announced that selected students in the Normal (Academic) course would have an opportunity to sit for the O-level exam directly without first taking the N(A)-level exam.

"Normal (Technical)" is a four-year course leading up to the Normal (Technical) level (N(T)-level) exam. In Normal (Technical), students take subjects of a more technical nature, such as Design and Technology, and they generally proceed to the Institute of Technical Education (ITE) after the N(T)-level exam in the fourth year.

With the exception of schools offering the Integrated Programme, which leads to either an International Baccalaureate Diploma or to an A-level exam, most students are streamed into a wide range of course combinations at the end of their second year, bringing the total number of subjects they have to sit at O-level to between six and ten, with English, Mother Tongue or Higher Mother Tongue Language, Mathematics, one Science and one Humanities Elective being compulsory. Several new subjects such as Computing and Theatre Studies and Drama are being introduced in tandem with the Ministry of Education's revised curriculum.

Co-Curricular activities

Unlike in primary or post-secondary levels, participating in a Co-Curricular Activity (CCA) is required in secondary school, meaning that all pupils participate in at least one CCA. CCAs offered at the secondary level are usually categorised as Uniformed Groups, Performing Arts, Clubs & Societies and Sports & Games Competitions. There are many CCAs offered at the secondary school level; however, different schools may choose to offer different CCAs. Students may choose to participate in more than 1 CCA.

Participation in CCAs is graded together with other non-academic achievements throughout a student's secondary school education in a scoring system known as LEAPS 2.0. (LEAPS 1.0 was abolished and the cohort of 2016 taking the 'O' level examination would be last to use this system). Points accumulated in the areas of leadership, achievement, participation and service (under LEAPS 2.0) will determine a student's CCA grade. Students may get up to a maximum of two bonus points for entry into a junior college depending on their CCA grades.
LEAPS 2.0 is about leadership, achievement, participation and service. The method of calculating the 2 bonus points are very different, with LEAPS 2.0 making it harder to achieve the 2 bonus points.

Special Assistance Plan (SAP)
The Special Assistance Plan (SAP) () is a special programme established in 1979 that caters to academically strong students who excel in both their mother tongue as well as English. It allows students to undertake English language and Chinese language at first language standard with a widened exposure to the Chinese culture and values. The programme is offered in designated schools that are recognised for its preservation of strong Chinese cultural heritage and academic excellence. Currently, there are a total of 15 primary schools and 11 high schools being accorded SAP status.

Before the educational reforms in the 2000s, students had to achieve a PSLE aggregate score in the top 10% of their cohort, with an A grade for both mother tongue and English, to be entitled to enter an SAP school under the Special academic stream. Currently, students are entitled up to 3 additional bonus points when applying for SAP secondary schools with their Higher Chinese Paper Primary School Leaving Examination (PSLE) results. Since its founding, there have only been SAP schools for students studying the Chinese language.

Integrated Programme

The Integrated Programme, also known as the "Through-Train Programme" (), is a scheme which allows secondary students in Singapore to bypass "O" levels (except for those taking Higher Mother Tongue) and take A levels, International Baccalaureate Diploma or an equivalent examination directly at the age of 18 after six years of secondary education.

The programme allows for more time to be allocated to enrichment activities. By bypassing the GCE O level examinations, students are given more time and flexibility to immerse themselves in a more broadly-based education. In addition, students enjoy more freedom in the combination of subjects between Year 1 – 4 as compared to their non-IP counterparts. Generally, only the top performers from Express stream are eligible to be part of the IP programme. This will ensure that the main body of the students pursue their secondary education at their own pace by first completing a 4-year O level course before going on to a 2-year A level education.

As a result, Integrated Programme schools allow their students to skip the O levels at Secondary 4 and go straight into junior colleges (JCs) in Year 5/JC1. The Integrated Programme with the revised Singapore-Cambridge GCE A levels or the IB Diploma as a terminal qualification has become an increasingly popular alternative to the standard secondary education pathway. This is because it is perceived as having moved away from the usually heavy emphasis on the sciences, a phenomenon resulting from the post-independence need for quick and basic technical and industrial education; to subjects in the arts and humanities. Such programmes are more project-based and students are expected to be independent learners.

The first batch of IP students sat for the revised GCE A Level or International Baccalaureate Diploma examinations in 2007.

Specialised Independent Schools (SIS)
Specialised Independent Schools offer specialised education with different focuses. There are currently four specialised schools in Singapore.

 NUS High School of Mathematics and Science, focuses on Mathematics, Science, Technology and Engineering.
 School of Science and Technology, Singapore, focuses on applied learning in Science, Technology, Aesthetics, Engineering and Mathematics.
 School of the Arts, focuses on Visual, Literary and Performing Arts.
 Singapore Sports School, focuses on Sports and Athletics.

Admission to post-secondary institutions
Upon completion of the 4- or 5-year secondary school education, students (excluding IP students) will participate in the annual O level exam, the results of which determine which post-secondary institutions they may apply for. The O Level subject grades range from A1 (best) to F9 (worst).

Pre-university centres include junior colleges for a two-year course leading up to the Singapore-Cambridge GCE A Level or the International Baccalaureate Diploma, or the Millennia Institute for a three-year course leading up to the A Level. Pre-university centres accept students on merit, with a greater emphasis on academics than applied education.

Admission to a two-year pre-university course at junior colleges after graduating from secondary school is determined by the L1R5 (English + 5 relevant subjects) scoring system. The candidate adds the numerical grades for six different subjects: English (or another language taken at the 'first language' level), a Humanities subject, a Science/Mathematics subject, a Humanities/Science/Mathematics subject, and two other subjects of any kind. Students scoring 20 points and below may be admitted for either a Science or Arts course.

For admission to a three-year pre-university course at the Millennia Institute, the L1R4 (English + 4 relevant subjects) scoring system is used, and students are required to score below 20 points to be admitted. Students may opt for any of the science, arts or commerce streams when pursuing the three-year pre-university course.

Students who wish to pursue specialised education go on to polytechnics or arts institutions where they receive a diploma upon successful completion of their courses. Polytechnics accept students on merit, with a greater emphasis on applied education than academics.

Admission to a three-year polytechnic course after graduating from secondary school is determined by the ELR2B2 (English language + 2 relevant subjects + 2 best subjects) scoring system. The candidate adds the numerical grades for five different subjects: English language, two relevant subjects related to the course of choice in polytechnic, and two other subjects of any kind. Students scoring 26 points and below may be admitted for a polytechnic course.

Special education
Deaf students who must use sign language to communicate may enroll in any mainstream primary school, effective 2018. Previously they were required to enroll at two special schools. Secondary deaf students who do not need to use sign language to communicate may enroll at Saint Anthony's Canossian Secondary School and Outram Secondary School, while Beatty Secondary School enrolls secondary students who must use sign language to communicate.

A British woman established the Oral School for the Deaf in 1953, and in 1954 the Chinese Sign School for the Deaf was established by a married couple. The Canossian School for the Deaf was established by Italian women afterward.  The Canossian school later changed its name to Canossian School for the Hearing Impaired. Historically the sole secondary school for deaf and partially deaf children was Mount Vernon Secondary School (MVSS). Singapore School for the Deaf opened in 1963.

In 1991 the deaf students were enrolled at Upper Serangoon Secondary School (USSS) as Mount Vernon closed. In 1996 Boon Lay Secondary School began taking deaf students. In 2016/2017 responsibility for the must use sign language students moved from Balestier Hill Secondary School and Boon Lay to Beatty. The Government of Singapore decided that it was best to concentrate deaf students who must sign to communicate at one school as only about 15 secondary students were in that category. SSD closed in 2017.

Convention on the Rights of Persons with Disabilities
Before 2014, Singapore was one of only two countries in ASEAN that was not a signatory to the Convention on the Rights of Persons with Disabilities, which mandates that persons with disabilities should be guaranteed the right to inclusive education.

Previously, "any child who is unable to attend any national primary school due to any physical or intellectual disability" was exempted from compulsory education, a policy changed in 2016 to make education compulsory for those with special needs from 2019. Another option is the special education schools built largely by the Ministry of Education and run by social service agencies. These schools receive more than 80% of their funding from the Ministry of Education, but have long waiting lists, according to Member of Parliament Sylvia Lim. The Singapore government has asserted that only "a very small number of children do not attend school each year", giving a figure of 8 students as compared to a primary school intake of roughly 43,000, and that requiring all special needs children to attend school would "impose unduly harsh requirements on their parents." This practice has been described as a "form of discrimination" by Sylvia Lim.

The Convention was ratified in July 2013, and made effective on 18 August the same year.

Junior colleges and centralised institutes
The pre-university centres of Singapore such as Junior Colleges and Centralized institute are designed for students who wish to pursue a local university degree after two to three years of pre-university education.

There are 19 Junior Colleges (JCs) and a Centralised Institute (CI), the Millennia Institute (MI, established 2004), with the National Junior College (NJC, established 1969) being the oldest and Eunoia Junior College (EJC, established 2017) the newest.

Junior colleges

Junior colleges (JCs) in Singapore were initially designed to offer an accelerated alternative to the traditional three-year programme, but the two-year programme has since become the norm for students pursuing university education.

JCs accept students based on their GCE "O" Level results; an L1R5 score of 20 points or less must be attained for a student to gain admission. JCs provide a 2-year course leading up to the Singapore-Cambridge GCE Advanced Level (A level) examination or the International Baccalaureate Diploma.

Centralised Institutes

The Centralised Institutes accept students based on their GCE O level results. Their L1R4 score must be 20 points or below in order to be admitted. A Centralised Institute provides a three-year course leading up to the GCE A level examination. There were originally four Centralized Institutes: Outram Institute, Townsville Institute, Jurong Institute and Seletar Institute. Townsville Institute and Seletar Institute stopped accepting new students after the 1995 school year and closed down after the last batch of students graduated in 1997.

There currently remains only one Centralised Institute in Singapore, the Millennia Institute, which was formed following the merger of Jurong and Outram Institutes. Additionally, only Centralised Institutes offer the Commerce Stream offering subjects such as Principles of Accounting and Management of Business. The standard of teaching and curriculum is identical to that of the Junior Colleges.

Polytechnics

The first polytechnic in Singapore, Singapore Polytechnic, was established in 1954. Ngee Ann Polytechnic, has roots that go back to 1963. Two other polytechnics, Temasek Polytechnic and Nanyang Polytechnic were established in the 1990s. The most recent, Republic Polytechnic was established in 2003.

Polytechnics in Singapore provide 3-year diploma courses. They accept students based on their GCE O Level, GCE N(A) Level, Institute of Technical Education (ITE) or GCE A level results.

Polytechnics offer a wide range of courses in various fields, including engineering, business studies, accountancy, tourism and hospitality management, mass communications, digital media and biotechnology. There are also specialised courses such as marine engineering, nautical studies, nursing, and optometry. They provide a more industry-oriented education as an alternative to junior colleges for post-secondary studies. About 40% of each Secondary 4 cohort would enroll in Polytechnics. Notable alumni from Polytechnics in Singapore include former NUS President Dr Shih Choon Fong and CEO of Creative Technology Sim Wong Hoo.

Most graduates of polytechnics continue to pursue further tertiary education at overseas and local universities. Those with good grades are given exemptions for university modules completed in Polytechnic, notably universities in Singapore, Australia, New Zealand and the United Kingdom.

Institute of Technical Education

Initially, vocational education in Singapore carried a negative stigma and was looked down upon as a dead-end option for underachieving students. In the 1960s, it was considered less than socially desirable educational option as vocational education was perceived that these schools were for low achieving students. Societal prejudice against less academically inclined students and vocational education was regarded low quality and typically out of step with the changing needs of employers. The perception of technical and vocational education in Singapore are slowly changing as parents are starting to realise that there are alternative choices for decent employment outcomes as the greater Singaporean society values vocational and technical skills highly and sees them as crucial to the country's economic development. Vocational education has been an important part of Singapore's unique economic planning since 1992, where it began to transform and change the perception of vocational education and decided to transform and preposition it so that it was not seen as a place of last resort for underachieving pupils. Vocational schools such as the Institute of Technical Education were intended to revolutionise vocational education and portray the institution as a world-class example of the importance of vocational skills being translated to a 21st-century knowledge-based economy.

The Institute of Technical Education (ITE) is a vocational school that accepts students based on their GCE "O" level or GCE "N" level results and they provide two-year courses leading to a locally recognised "National ITE Certificate". There are three ITE colleges in Singapore. Only a few ITE graduates will be able to continue their education at polytechnics and arts institutions which then, if possible goes on to a university. ITE colleges offer apprenticeships for the skilled trades and diplomas in vocational education for skilled technicians and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and law. The ITE is highly recognised vocational institution in producing highly skilled graduates that are in demand by employers. Salaries for ITE graduates, who receive a National ITE Certificate (NITEC) or a diploma have also become quite high. ITE provides apprenticeships, professional certificates, licences and diplomas in business administration, accountancy, woodworking, metalworking, carpentry, drafting, shipbuilding and repairing, transportation and engineering science. As of 2014, 87% of ITE graduates are hired in their fields within six months of graduation, leading more students to see vocational education as a strong alternative besides the traditional route of going to university.

ITE provides four main levels of certification:
 Master National ITE Certificate (Master Nitec)
 Higher National ITE Certificate (Higher Nitec)
 National ITE Certificate (Nitec)
 Work Learn Technical Diploma (WLTD) (From 2017)
 Specialist Nitec (Marine)
 Technical Engineer Diploma (TED) (from 2007)

University of the Arts Singapore

In March 2021, Minister for Education Lawrence Wong announced that Singapore's first arts university will be established in an alliance between the Nanyang Academy of Fine Arts and LASALLE College of the Arts, in a system akin to the University of the Arts, London. The formation of the University of the Arts Singapore (UAS) will see both colleges under the umbrella university be given degree-awarding powers independent of their current foreign partners, where the current long-distance degrees are issued through foreign universities. Singaporeans and permanent residents (PRs) enrolled in the approved degree programmes at the university of the arts will pay subsidised fees, comparable to those at autonomous universities here.

The seventh local university of Singapore will be the only publicly-funded private university other than the now defunct and restructured UniSIM in Singapore, and also the only university of the arts with its own degree-conferring power in Singapore slated to open in 2024.

Constituent colleges:
 Nanyang Academy of Fine Arts
 LASALLE College of the Arts

Universities

Autonomous Universities
Singapore has six autonomous universities, namely the National University of Singapore, Nanyang Technological University, Singapore Management University, Singapore University of Technology & Design, Singapore Institute of Technology and Singapore University of Social Sciences.

The National University of Singapore (NUS) and Nanyang Technological University (NTU) each have more than 30,000 students and provide a wide range of undergraduate and postgraduate degree programmes including doctoral degrees. Both are also established research universities with thousands of research staff and graduate students. As of 2022, both universities are ranked among the Top 20 in the world by QS World University Rankings and Top 40 globally by THE World University Rankings.

A third university, Singapore Management University (SMU), opened in 2000, is home to more than 7,000 students and comprises six Schools offering undergraduate, graduate, and PhD programmes in Business Management, Accountancy, Economics, Information Systems Management, Law and the Social Sciences. The University has an Office of Research, a number of institutes and centres of excellence, and provides public and customised programmes for working professionals through its Office of Executive and Professional Education.

The government has planned the fourth autonomous university, Singapore University of Technology and Design (SUTD), to meet the rising demand for university education. It started its operations in April 2012. Its permanent campus at Changi was opened in early 2015.

A fifth autonomous university Singapore Institute of Technology (SIT) was announced in 2009. The institution started in 2010 and is intended to provide an upgrading pathway for polytechnic and arts institution graduates.

In 2017, Singapore University of Social Sciences (SUSS) was declared as the country's sixth autonomous public university. The university was previously established in 2005 as SIM University by the SIM Group. Thereafter it undergone restructuring and is currently under the ambit of the Ministry of Education.

Private Education Institutions

Foreign universities that have set up campuses or centres of excellence in Singapore include INSEAD, ESSEC, S P Jain School of Global Management, DigiPen Institute of Technology LSBF Singapore Campus, Technische Universität München, Sorbonne-Assas International Law School, Curtin Singapore and James Cook University Singapore.

Other foreign universities offer external degree programmes (EDPs) through private education institutions such as Singapore Institute of Management, Management Development Institute of Singapore and PSB Academy. Universities such as the University of London, RMIT University, Southern Cross University, Queen Margaret University & Cardiff Metropolitan University have established such external degree programmes in Singapore to provide local and foreign (in particular, Asian) students the opportunity to obtain a Western university education at a fraction of the cost it would take to study in Canada, the UK, the USA or Australia.

International and private schools

Because of its large expatriate community, Singapore is host to many international schools, currently numbering 80, across predominantly four main curricula groups: British, IB, American and Indian. Over half of these (44) are either UK curriculum based (specifically the curriculum of England and Wales), or a blend of UK (until 16 with the I/GCSE) and the International Baccalaureate (for post-16 study). The IB Diploma programme has gained global popularity in recent years, and Singapore has been susceptible to its charms. There are now 26 schools in Singapore offering the IB Diploma, and 10 schools offering what is seen by many as its alternative, the A Level.

Singapore has not seen the international school growth as some of its city rivals, like Dubai, although 2020 sees the spark of competition with the arrival of Brighton College, The Perse School, One World International School (Mountbatten), Invictus International Centrium, and North London Collegiate School. COVID-19 issues aside, this will be welcome relief to parents (although not necessarily schools) where waiting lists for the top schools have, historically, been long - often measured in years. This has especially been the case in the country's "top" international schools, although given there are no independent inspections, being seen to be a top-tier school has been driven largely by reputation and word of mouth, that is what parents think are the "best" international schools, become the best schools as these are able to take on the best students - even if the majority of schools claim to be non-selective.

International schools serve a largely expatriate audience, as much by necessity as choice given international and private schools in Singapore generally are not allowed to admit Singapore students without permission from the Ministry of Education.

However, on 29 April 2004 the Ministry of Education permitted three new international schools to be set up without permission being needed to admit Singapore students. These schools must follow the compulsory policies set by the Ministry such as playing the national anthem and taking the pledge every morning, as well as following the nation's policies on bilingualism. These schools – Anglo-Chinese School (International), Hwa Chong International School and SJI International School – are private schools run by the boards of other locally renowned institutions. The school fees are 15 to 20 per cent lower than those of foreign international schools. Their intake includes students from countries such as Malaysia, India, Indonesia, China, Taiwan, South Korea, Philippines, Vietnam, Netherlands, and the United Kingdom.

Established under the Private Education Act, the Committee for Private Education (CPE, also formerly the Council for Private Education) is a statutory board empowered with the legislative power to regulate the private education sector.  In addition to its role as the sectoral regulator of private education institutions, the CPE facilitates capability development efforts to uplift standards in the local private education industry.

On 20 May 2010, the CPE has registered the first batch of private education institutions (PEIs) under the Enhanced Registration Framework (ERF). Following the launch of the new private education regulatory regime on 21 December 2009, all PEIs within the regulatory scope of the Private Education Act are required to register with the CPE under the ERF. Under the Enhanced Registration Framework, private institutions must meet requirements relating to their managers, teachers, courses and examination boards. Out of 308 which applied, less than a third were given the stamp of approval and students are relieved that their school has made the mark. Only 63 ERF applications have been evaluated by the CPE, of which 36 PEIs like MDIS, EASB, SDH Institute, SAA Global Education, Coleman College, STEi Institute etc. have been registered for a period of four years ERF, and 26 PEIs have been registered for one year. The registration period awarded to a PEI is dependent on its degree of compliance with the Private Education Regulations.

In addition to the international day school, Singapore's Japanese population is served by a weekend education programme, the Japanese Supplementary School Singapore (JSS; シンガポール日本語補習授業校 Shingapōru Nihongo Hoshū Jugyō Kō).

Madrasahs

In Singapore, madrasahs are full-time, religious institutions that offer a pedagogical mix of Islamic religious education and secular education in their curricula. There are currently six madrasahs in Singapore offering primary to tertiary education, namely, Aljunied Al-Islamiah, Al-Irsyad Al-Islamiah, Al-Maarif Al-Islamiah, Alsagoff Al-Arabiah, Al-Arabiah Al-Islamiah, and Wak Tanjong Al-Islamiah. Four of them are co-educational, while the other two offer madrasah education exclusively to girls.

Madrasah students take a range of Islamic religious subjects in addition to mainstream curriculum subjects and sit for the PSLE and GCE 'O' Levels like their peers. They can often be easily identified by their distinctive traditional Malay uniform, including the songkok for boys and tudung for girls, in stark contrast to national schools that prohibit such religious headgear. Madrasahs are deeply rooted in Singapore's history, and prior to Singapore's independence, had enjoyed a "golden period" in becoming the centre of Islamic education in the region by producing and attracting many of the prominent Islamic religious scholars. But by the turn of the 21st century, madrasahs were subjected to numerous discussions on the national platform as to their purpose and relevance in contemporary society. There was also a new expectation from the Malay-Muslim community that madrasahs should provide not only religious education, but also academic skills like mathematics, science and English. Madrasahs were forced to adapt and implement sweeping reforms, especially in response to government policies such as the Compulsory Education Act. Today, madrasahs have improved significantly—but challenges pertaining to their funding, curricula and teaching methodologies remain largely unsolved till today.

Private tuition
Private tuition is a lucrative industry in Singapore, since many parents send their children for private tuition after school. A straw poll by The Straits Times newspaper in 2008 found that out of 100 students interviewed, only 3 students did not have any form of tuition. In 2010, the Shin Min Daily News estimated that there were around 540 tuition centres offering private tuition in Singapore. Due to their high demand, tuition centres are able to charge high fees for their services; they have an annual turnover of SGD$110.6 million in 2005. However, this industry is largely unregulated, though tuition centres are required to be registered with the Ministry of Education. There is no such requirement for individual private tutors.

Despite its pervasiveness, private tuition remains a controversial subject in Singapore. Students generally attend tuition classes to improve their weak academic performance. Some parents send their children to such tuition because they are worried that their child would lag behind in class because their classmates have individual tuition themselves, or because they are worried that the teacher does not completely cover the syllabus required for national examinations. Teachers and schools allegedly encouraged weaker students to receive private tuition as well, though the Ministry of Education's official stance is that "Teachers should not recommend tuition to students or parents as a form of learning support". Some students who are doing well academically have had requested to have private tuition to further improve on their grades.

On the other hand, some have criticised the over-reliance on private tuition, saying that students may not pay attention during lessons as they are able to fall back on their tuition classes later. Students may also be unable to find answers on their own, having relied on their tutors for answers during their school years. Some tuition centres reportedly do schoolwork on their students' behalf. Others have also criticised private tuition for taking up too much of students' free time. Due to the high cost of tuition, there are concerns that low-income families were unable to send their children for such classes. However, the government has partially subsidised private tuition at certain community bodies for children from low-income families.

The official government stance on private tuition is that "it understands parents want the best for their children and that it is their decision whether to engage tutors".

Education policies

Meritocracy
Meritocracy is a fundamental ideology in Singapore and a fundamental principle in the education system which aims to identify and groom bright young students for positions of leadership. The system places a great emphasis on academic performance in grading students and granting their admission to special programmes and universities, though this has raised concerns about breeding elitism. Academic grades are considered as objective measures of the students' ability and effort, irrespective of their social background. Having good academic credentials is seen as the most important factor for the students' career prospects in the job market, and their future economic status.

Curricula are therefore closely tied to examinable topics, and the competitiveness of the system has led to a proliferation of "ten-year series", which are compilation books of past examination papers that students use to prepare for examinations.

Bilingualism (Mother Tongue)

Bilingualism, or mother tongue policy, is a cornerstone of the Singapore education system. While English is the first language and the medium of instruction in schools, most students are required to take a "Mother Tongue" subject, which could be one of the three official languages: Standard Mandarin, Malay or Tamil. A non-Tamil Indian may choose to offer Tamil or a non-official language such as Bengali, Gujarati, Hindi, Punjabi or Urdu. However, Chinese students from a non-Mandarin background, such as Cantonese speakers, must learn Mandarin, and students with Indonesian background must learn Malay. Non-Chinese, Malay or Indian students may choose to learn either one of these languages (Usually the Japanese, Koreans and Southeast Asians who are not from Malay or Indonesian origin will choose Chinese). Mother Tongue is a compulsory examinable subject at the Primary School Leaving Examination (PSLE) and the GCE "N", "O" and "A" level examinations. Students are required to achieve a certain level of proficiency in what the government considers their mother tongue as a pre-requisite for admission to local universities. Students returning from overseas may be exempted from this policy.

The bilingual policy was first adopted in 1966. One of its primary objectives is to promote English as the common (and neutral) language among the diverse ethnic groups in Singapore. The designation of English as the first language is also intended to facilitate Singapore's integration into the world economy.

In recognition of Singapore's linguistic and cultural pluralism, another stated objective of the bilingual policy is to educate students with their "mother tongues" so that they can learn about their culture, identify with their ethnic roots, and to preserve cultural traits and Asian values. Within the Chinese population, Mandarin is promoted as a common language and other Chinese dialects are discouraged, to better integrate the community. In 1979, the Speak Mandarin Campaign was launched to further advance this goal.

Financial assistance
Education policy in Singapore is designed to ensure that no child is disadvantaged because of their financial background. Therefore, school fees in public schools are heavily subsidised. There is no school fee for 6 years of compulsory education in primary school although students still need to pay standard miscellaneous fees of $6.50 per month. Moreover, schools may optionally charge second-tier miscellaneous fees of up to the maximum of $6.50 per month.

The Ministry of Education established the Financial Assistance Scheme (FAS) to provide financial assistance for education to low income families with gross household income of SGD$2,500 or a per capita income of less than SGD$625.00. Students eligible for FAS receive a full waiver of miscellaneous fees, and partial subsidy on national examination fees. They may also enjoy full or partial fee subsidy if they are in Independent Schools.

Each year, the Edusave Merit Bursary (EMB) is given out to about 40,000 students, who are from lower-middle and low-income families and have good academic performance in their schools. Individual schools also have an "Opportunity Fund" to provide for their own needy students. In addition to these, there are many other assistance schemes from either the government or welfare organisations to help students cope with finances during their studies.

Heavy subsidies are given to full-time tertiary students in the form of tuition grants ranging from $10,000 to $100,000 per year, depending on their nationality and course of study. For Singapore citizens, the grant is given unconditionally and automatically. Foreign applicants, including permanent residents, are required to work in a Singapore firm for three years upon graduation.

SkillsFuture

There are four key objectives of the SkillsFuture initiative:

Helping individuals make well-informed choices in education, training and careers.
Developing an integrated, high-quality system of education and training that responds to constantly evolving industry needs.
Promoting employer recognition and career development based on skills and mastery.
Fostering a culture that supports and celebrates lifelong learning.

The SkillsFuture Earn and Learn Programme allows vocational graduates to be placed in jobs that allow them to receive a salary while engaging in structured on-the-job training. As of 2016, there were a total of 40 Earn and Learn Programmes in Singapore.

Statistics

Key statistics

Education qualification of population

Schools and Enrolment

International comparisons

Singapore students took first place in the 1995, 1999 and 2003 TIMSS Trends in International Mathematics and Science Study. They used Singapore Math Primary Mathematics series. The national textbooks have been adapted into a series which has been successfully marketed in North America as a rival to Saxon math and an alternative to controversial reform mathematics curricula, which many parents complained moved too far away from the sort of traditional basic skills instruction exemplified by Singapore's national curriculum.

Assessment
Critics of the education system argue that the education in Singapore is too specialised, rigid, and elitist. Often, these criticisms state that there is little emphasis on creative thinking. Those defending the current education system point out that Singaporean students have regularly ranked near the top when competing in international science and mathematics competitions and assessments. Detractors, however, argue this is more an indication of the institution's use of rote learning to prepare for competition or examination than of students' critical thinking skills.

In response to such concerns the Ministry of Education has recently discussed a greater focus on creative and critical thinking, and on learning for lifelong skills rather than simply teaching students to excel in examinations. Although some efforts of these sorts have been made, many Singaporean children continue to face high pressure by parents and teachers to do well in studies.

Supporters of the system assert that the provision of differentiated curricula according to streams since the late 1970s has allowed students with different abilities and learning styles to develop and sustain an interest in their studies. This ability-driven education has since been a key feature behind Singapore's success in education, and was responsible for bringing drop-out rates down sharply.

In recent years, while streaming still exists, various refinements to the policy have been made. There is now greater flexibility for students to cross over different streams or take subjects in other streams, which alleviates somewhat the stigma attached to being in any single stream. Furthermore, the government is now starting to experiment with ability-banding in other ways – such as subject-based banding in Secondary Schools instead of banding by overall academic performance.

See also

 Education by country
 Education in Hong Kong
 List of schools in Singapore
 List of medical schools in Singapore
 List of universities in Singapore

Notes

References

External links

Ministry of Education, Singapore

Education in Singapore


L'incident de Sanyuanli (三元里抗英事件, Sanyuanli incident) est un soulèvement populaire spontané de civils chinois contre les forces britanniques qui eut lieu du 29 au 31 mai 1841 lors de la première guerre de l'opium.

Alors que les Britanniques viennent de remporter la seconde bataille de Canton, une émeute locale éclate dans le village de  au nord de la ville en réponse au comportement supposé (pillage et viol) des troupes britanniques stationnées sur place et de leur présence dans le pays. Un contingent de Cipayes indiens est tout d'abord attaqué dans les rizières puis secouru par des renforts qui parviennent à le dégager. Mais la foule poursuit les Britanniques et les encercle. Le commandant britannique Hugh Gough menace alors le gouverneur de Canton, avec qui il vient de signer un accord de paix, de raser la ville s'il ne raisonne pas les villageois furieux. S'exécutant, il passe cependant pour un traître aux yeux du peuple.

Si cet incident est vu par les Britanniques comme un épisode mineur, il a cependant un retentissement majeur chez les Chinois car il illustre à leurs yeux la seule manière efficace de repousser les envahisseurs étrangers face à l'impuissance du gouvernement Qing et ouvre la voie aux futures grandes révoltes anti-Qing et anti-étrangères.

Contexte
Le , les forces britanniques commandées par le major-général Hugh Gough laissent leurs navires de transport à Qìnhăi (沁海) à environ 8 kilomètres au nord-ouest de Canton. Le lendemain, elles capturent quatre forts chinois et se tiennent prêts à attaquer les murs de la ville. Au lieu de cela, la rumeur se répand parmi la population que les autorités Qing auraient accepté les demandes britanniques d'indemnisation et de retrait des troupes, de telle sorte que l'assaut prévu est annulé le 27 mai et que la bataille prend fin sur une victoire britannique.

Incident
Le report de l'attaque laisse près de  soldats britanniques et indiens se rassembler dans la chaleur étouffante et l'atmosphère humide des rizières au nord de Canton. Selon l'historien Frederic Wakeman, il ne fait aucun doute que des pillages avaient eu lieu dans des villages comme , mais dans l'ensemble, selon les normes militaires britanniques de l'époque, les troupes se sont bien comportées. Néanmoins, selon des sources chinoises, le viol de la femme du villageois Wei Shaoguang (韋紹光) par un soldat britannique aurait déclenché l'incident. Par la suite, la population locale en colère, renforcée par les arrivées des villages voisins, se transforme en une foule de  personnes qui assiège les Britanniques de toutes parts. Armés de machettes, de piques et d'une variété d'épées, ils attirent un détachement de 60 Cipayes indiens dans les rizières marécageuses où les mousquets à silex de ces derniers sont rendus inutilisables par les pluies. Quatre soldats britanniques sont tués et vingt autres ou plus sont blessés.

Les Britanniques envoient deux unités de Royal Marines, armées de mousquets à percussion étanches, pour renforcer les Cipayes. Après un siège de deux heures, les forces britanniques se retirent vers le fort ouest, poursuivis par les villageois qui les encerclent une fois de plus. Ayant pris connaissance de la situation, le commandant britannique transmet un message au gouverneur de Canton, Yu Baochen (余葆纯), lui disant que si le siège se poursuit, la force principale de l'armée britannique raserait Canton. Yu, bien conscient qu'il ne s'agit pas d'une menace en l'air compte tenu de la taille des forces ennemies, exhorte la foule à se disperser, ce qui le conduit à être considéré comme un traître aux yeux du peuple.

Postérité
Une fois sa réputation détruite, le seul poste que Yu Baochen peut espérer obtenir est celui de petit fonctionnaire du département responsable des examens impériaux, où les étudiants patriotiques lui jettent de l'encre au visage.

Sur une petite colline connue sous le nom de Niulangang (牛栏岗) où s'est déroulée une partie de l'incident, le gouvernement provincial de Canton a installé le  un petit mémorial en béton pour commémorer le  anniversaire de l'affrontement.

Comme l'écrit l'historien Frederic Wakeman : « Des défaites militaires humiliantes de la guerre de l'opium, ils en ont extrait une grande victoire populaire, entachée seulement par la lâcheté des fonctionnaires Qing. Aujourd'hui, sur le continent, tous les livres d'histoire des écoliers contiennent un récit de la bataille. Chaque tablette de chaque sanctuaire dédié aux morts à Sanyuanli, a été soigneusement rédigée par le bureau d'histoire local de la province : un Bunker Hill et un Fort Alamo en un ».

Notes et références

Bibliographie

1841 en Chine
Sanyuanli
Bataille de 1841
Canton (Chine)
Histoire du Guangdong
Mai 1841

Incident de Sanyuanli


Nicolae Barbul (n. 7 aprilie 1879, Mocira, Maramureș – d. 26 noiembrie 1932, Mocira, Maramureș) a fost delegat la Marea Adunare Națională de la Alba Iulia din 1 decembrie 1918.

Date biografice
Ocupația de bază, până în 1918, a fost aceea de inginer agronom. Din 1905 până în 1913 se află în S.U.A, unde, deși era cetățean austro-ungar, reprezenta interesele României. La Cleveland, împreună cu fratele său, Gavril Barbul și cu vărul său Epaminonda Lucaciu, înființează ziarul "Romârnul", primul ziar românesc de peste ocean. Revenit la Mocira, se afla în fruntea tuturor acțiunilor românești importante din zonă privind pregătirea Unirii Transilvaniei cu România. După Marea Unire a fost comisar cu probleme de alimentație și agricultură pentru Transilvania. Participă la manifestări importante cu caracter științific în domeniul agriculturii naționale și internaționale. A fost decorat cu ordinul "Coroana României" în grad de cavaler. Nicolae Barbul a fost nepot după mamă al lui Vasile Lucaciu.

Note

Bibliografie
Ioan I. Șerban (coord.), Dicționarul personalităților Unirii. Trimișii românilor transilvăneni la Marea Adunare Națională de la Alba Iulia, Muzeul Național al Unirii, Alba Iulia, 2003

Lectură suplimentară
 Daniela Comșa, Eugenia Glodariu, Maria M. Jude, Clujenii și Marea Unire, Muzeul Național Transilvania, Cluj-Napoca, 1998
 Florea Marin, Medicii și Marea Unire, Editura Tipomur, Târgu Mureș, 1993
 Silviu Borș, Alexiu Tatu, Bogdan Andriescu, (coord.), Participanți din localități sibiene la Marea Adunare Națională de la Alba Iulia din 1 decembrie 1918, Editura Armanis, Sibiu, 2015

Legături externe
  Membrii de drept ai Marii Adunării Naționale de la Alba-Iulia din 1 decembrie 1918, lista publicată în "Gazeta Oficială", Sibiu, nr. 1, 1/14 decembrie 1918
  1 decembrie 1918, Marea Unire de la Alba Iulia. Mărturii, documente și semnificații

Vezi și
 Lista delegaților la Marea Adunare Națională de la Alba Iulia

Nașteri în 1879
Decese în 1932
Delegați la Marea Adunare Națională de la Alba Iulia
Ingineri
Maramureșeni
Agronomi români

Nicolae Barbul


Jim Crockett Promotions Inc. is a family-owned professional wrestling promotion headquartered in Charlotte, North Carolina, United States. Founded in 1931, the promotion emerged as a cornerstone of the National Wrestling Alliance (NWA). By the 1980s, Jim Crockett Promotions was, along with the World Wrestling Federation (WWF, now WWE), one of the two largest promotions in the United States. The Crockett family sold a majority interest in the promotion to Turner Broadcasting System, which was acquired by Time Warner (later became WarnerMedia from 2018–2022, now known as Warner Bros. Discovery (WBD)) in 1996, resulting in the creation of World Championship Wrestling (WCW) in 1988. In 2022, Jim Crockett Promotions Inc. was restarted by Jim Crockett's son and Jim Crockett Jr's brother, David Crockett.

History

Early history (1935–1952)
Jim Crockett (1909–1973) was a promoter of live events including professional wrestling, music concerts, plays, minor league baseball, and ice hockey. In 1935, he founded his own professional wrestling promotion, Jim Crockett Promotions. Crockett built JCP as a regional promotion centred on the Carolinas and Virginia.

Although the business was always called "Jim Crockett Promotions", it used a variety of pseudonyms as brand names for specific TV shows, newspaper and radio ads, and even on event tickets, themselves. Among those brand names that JCP created were "Championship Wrestling", "All Star Wrestling", "East Coast Wrestling", "Eastern States Championship Wrestling","Mid-Atlantic Championship Wrestling", "Mid-Atlantic Championship Sports", "Wide World Wrestling", "NWA Pro Wrestling", with "World Wide Wrestling", "NWA World Wide Wrestling", and of course "NWA World Championship Wrestling".

1950s to 1960s
Crockett joined the National Wrestling Alliance (NWA) in 1952, and his "territory" covered Virginia, North Carolina and South Carolina. The name "Mid-Atlantic Championship Wrestling" became JCP's primary brand name in print, radio, and other advertising (the name was also used for its main television programs). The business was incorporated in the 1950s.

1970s
Jim Crockett died in 1973. He left JCP to his family, with his eldest son, Jim Crockett, Jr., taking over as chief executive.

Led by the younger Crockett and under the guidance of a new creative force—former wrestler-turned-match-booker George Scott—the promotion moved away from generally featuring just tag teams, to primarily focusing on singles wrestling (although tag-team matches continued to play a big part in the company).

By the early-1970s, JCP had gradually phased-out its multiple weekly television tapings in such cities as Charlotte, North Carolina, Greenville, South Carolina, and High Point, North Carolina, consolidating its production schedule into just one shoot (a Wednesday night videotaping at WRAL-TV in Raleigh), and then syndicating the broadcast to several local TV stations throughout the Carolinas and Virginia. In 1981, JCP moved to the WPCQ-TV studios in Charlotte (a station once owned by Ted Turner).

The local shows hosted by announcers like Billy "Big Bill" Ward (from WBTV in Charlotte) and Charlie Harville (at WGHP in High Point) gave way to Mid-Atlantic Championship Wrestling (known briefly in 1978 as Mid-Atlantic Championship Sports). Mid-Atlantic was hosted by Bob Caudle, (a longtime WRAL weatherman). Caudle was joined by a rotation of co-hosts (everyone from Les Thatcher all the way to Dr. Tom Miller), before David Crockett (another son of Jim Crockett Sr.) became Bob's permanent co-host/color commentary man (after ending a very brief career as a wrestler, himself). For a brief period, a secondary show, East Coast Wrestling, was taped at WRAL; it was basically a re-packaged version of Mid-Atlantic, and it was also announced by Billy "Big Bill" Ward.

In 1975, JCP premiered a new, syndicated show, Wide World Wrestling (renamed World Wide Wrestling in 1978). The original host of this show was former Georgia Championship Wrestling announcer Ed Capral. Subsequent Wide World/World Wide announcers included Les Thatcher, George and Sandy Scott, and Dr. Tom Miller. It was also hosted by the team of Rich Landrum and Johnny Weaver. In 1978, JCP later added a short-lived show, The Best of NWA Wrestling, which was taped at the WCCB studios in Charlotte (across the street from the now-Bojangles' Coliseum, a regular venue for Mid-Atlantic live events) and featured then-active wrestler Johnny Weaver sitting down with top stars in a "coach's show" format (in which host and guest did running commentary over 16 millimeter film footage of matches from local arenas). Rich Landrum and David Crockett appeared on "Best Of", doing promo interviews for local arena shows.

Regional expansion (1978–1983)
JCP gradually began to expand, running shows in eastern Tennessee, parts of West Virginia, and even Savannah, Georgia. In the late 1970s and early 1980s, it ran regular shows in Cincinnati and Dayton, Ohio. Crockett and Scott also bought minority shares of Frank Tunney's Toronto-based promotion, Maple Leaf Wrestling. Mid-Atlantic Championship Wrestling also aired on a Buffalo, New York station, enabling the Tunney/Crockett/Scott enterprise to bring a full slate of shows to Ontario and upstate New York.

In the 1980s, Crockett, Jr. began consolidating the Southern member promotions of the National Wrestling Alliance. Discarding the Mid-Atlantic Championship Wrestling brand, he began promoting his events simply as NWA shows, although his promotion remained distinct from the larger NWA entity. In August 1980, Crockett, Jr. was elected president of the NWA, and the next year (the same year Crockett moved his TV show tapings from Raleigh to Charlotte), former (and future) Georgia Championship Wrestling (GCW) booker Ole Anderson took over as Mid-Atlantic's booker. In 1981, Anderson booked both JCP and GCW simultaneously.

In 1982, Crockett partnered with wrestlers Ric Flair and Blackjack Mulligan to start Southern Championship Wrestling, a secondary company out of Knoxville, Tennessee. The promotion featured such stars as Mulligan; his son Barry Windham (then billed as Blackjack Mulligan Jr.); Kevin Sullivan; Wayne Ferris; The Mongolian Stomper; Terry Taylor; Tim Horner, and others. The enterprise lasted less than one year, however.

National expansion (1983–1985)
By the 1980s, American professional wrestling was undergoing seismic and rapid change. The old, NWA-sanctioned system of separate, regional "territory" promotions was collapsing under increasing competitive pressure from Vincent K. McMahon's World Wrestling Federation (WWF, now WWE) — itself a family-owned territory promotion covering the northeastern U.S. — which was aggressively expanding into a nationwide promotion. Crockett had similar expansion goals, envisioning a united NWA through JCP's buyout of or merger with all of the NWA's regional promotions.

Ted Turner, whose Atlanta television station WTCG would become distributed nationally via satellite starting in 1976, had realized the value of professional wrestling for cable television in the early 1970s. WTCG aired Georgia Championship Wrestling's programming on Saturday evenings, and wrestling provided his then-fledgling enterprise (the future SuperStation WTBS) a source of cheap live entertainment which was well-suited to the station's target demographics. Turner could run per inquiry advertisements (for products like Slim Whitman albums and Ginsu knives) and take part of the sales profits just by providing the big viewing audience delivered by pro wrestling's loyal fanbase (wrestling generally did not attract large ad revenues at that time, due to negative industry perceptions of its lower-income target demographic).

SuperStation TBS's parent company, Turner Broadcasting System, had asked Georgia Championship Wrestling to change its public brand name to World Championship Wrestling, helping fuel rumors that the Jim Barnett-controlled company would go national itself; GCW acquiesced to the World Championship Wrestling name change in 1982. Meanwhile, by 1983, JCP went from recording its weekly shows in a television studio to shooting on-location, in between matches at live arena events. After purchasing a mobile television production unit for $1 million, Crockett unveiled what became the NWA's dominant annual supercard, Starrcade.

In 1984, McMahon's WWF purchased controlling interest in GCW from a number of its co-owners (including Barnett and brothers Jack and Jerry Brisco), thus gaining control of GCW's flagship Saturday night time slot on TBS. This tactic—co-opting the time slots of rival territories in their own "backyard"/local TV markets—was part of the WWF's national expansion strategy. To McMahon's surprise, however, the move backfired with TBS. When the WWF aired its first show on TBS on July 14, replacing World Championship Wrestling, viewer backlash was severe, as the show's Southern fans were incensed to see their beloved stars suddenly replaced—without advance notice—by an "invading force" of wrestlers from "up North", an event that has since become known in pro wrestling lore as Black Saturday. In response to the ensuing deluge of complaints, TBS granted an upstart promotion called Championship Wrestling from Georgia (backed by holdout GCW shareholder and NWA member Fred Ward and former GCW wrestler/booker Ole Anderson) an early Saturday morning time slot so that the local stars could still be seen. Championship Wrestling from Georgia's television show (which had the same name as the promotion itself), along with that of Bill Watts's Mid-South Wrestling (to whom Turner had also granted a time slot), easily surpassed the ratings for the WWF broadcast, which only featured clips and wrestler promos instead of original matches. The steep decline in ratings for the Saturday evening WWF show, and viewers clamoring for GCW's return, began to make the WWF's move a money-losing one. Eventually, McMahon cut his losses and sold the time slot to Crockett for $1 million. Although this gave Crockett vital national exposure, it also allowed McMahon to finance his own marquee wrestling event, WrestleMania. This chain of events was critical in Turner's eventual decision to purchase JCP and form World Championship Wrestling (WCW) in 1988.

An extra sense of urgency was added to Crockett's national expansion ambitions when, after Frank Tunney's death, his nephew and successor Jack joined forces with the WWF. Crockett would now have to either find other willing partner-promoters or buy them out if he wanted to run shows outside the Mid-Atlantic territory. This period also marked Crockett's first attempt to create a national promotion; Crockett and other wrestling companies needed this opportunity after the WWF buyout of the Toronto territory occurred, as well as after the airing of the  WWF program The War to Settle the Score on MTV to high ratings. Together with the Minneapolis-based American Wrestling Association (AWA), Championship Wrestling from Georgia, and Memphis-based Jarrett Promotions, JCP created Pro Wrestling USA. However, the organization fell apart in January 1986.

National Wrestling Alliance unification (1985–1988)
Crockett bought out Ole Anderson's Championship Wrestling from Georgia, on April 6, 1985, and was re-elected NWA President. This was to help counter the WWF, after it became America's dominant wrestling business in the wake of WrestleMania. Crockett then purchased both Saturday evening TBS time slots from Vince McMahon and filled the time slot with two hours of original programming filmed in Ted Turner's Atlanta studios. The programming aired under the World Championship Wrestling banner, which had been adopted by GCW before its demise. The entire company was frequently referred to in the influential Pro Wrestling Illustrated and its sister publications by the WCW name or more commonly as "the World Championship area."  As a result of the success World Championship Wrestling now had from acquiring the Saturday night time slots, Crockett (along with JCP booker Dusty Rhodes) was able to establish an annual summer arena tour, "The Great American Bash" starting with a single supercard in 1985 and expanding to the full tour in 1986.

By 1987, Crockett was elected to a third term as NWA President, and gained control (either through purchase or working agreements) of the St. Louis Wrestling Club, Heart of America Sports Attractions (Bob Geigel's Central States brand), Championship Wrestling from Florida, and Bill Watts's Mid-South Sports (which operated under the Mid-South Wrestling, and later, upon expansion, Universal Wrestling Federation brand names). Despite Crockett now having six consolidated territories under his banner and leading the NWA, JCP and the NWA were still two separate entities, and Crockett—like all NWA promoters before and since—was simply licensing the NWA brand name, whose true value was as a credibility-infusing, fan-trusted brand name for wrestling championships. Still, Crockett had an iron-clad grip on the NWA World Heavyweight Championship during his presidency; by this point, JCP's top contracted performer, Ric Flair, was locked-in as the champion. Moreover, even though Flair was obligated to perform title-defense matches in each territory against the territory's own chosen star/challenger, any title changes only occurred between other performers also contracted to Crockett, such as Dusty Rhodes and Ron Garvin.

Crockett's rapid expansion had significant financial consequences for JCP. By December, the company had bought-out the rival UWF; Crockett even moved many of his administrative employees from his Charlotte base to the UWF's former offices in Dallas. Jim Crockett, Jr. and Dusty Rhodes personally manned the Dallas office, leaving Jim, Jr.'s brother David Crockett in charge of the Charlotte operations. Bob Geigel, a former NWA President who bought his promotion back from Crockett in Febrtuary 1987 through a partnership, had also withdrawn from the NWA. JCP also began to run shows in new markets from coast-to-coast (often in less-than-sold-out arenas), greatly increasing travel costs and other overhead. JCP's first pay-per-view endeavor, 1987's Starrcade, was scheduled in its traditional Thanksgiving slot, but ran into unexpected competition from the WWF's inaugural Survivor Series PPV, which was scheduled to air the same night. Not wanting to possibly lose to the WWF in a direct PPV competition, Crockett decided to move Starrcade's starting time to Thanksgiving afternoon instead of the evening. However, the WWF then threatened cable companies that if they chose to air Starrcade, they would not be offered future WWF PPVs, including that year's Survivor Series and the forthcoming WrestleMania IV. Since the WWF was the uncontested #1 PPV content provider in America at the time, only a handful of companies committed to air Starrcade, devastating the event's profitability.

After the cable industry warned McMahon to never again attempt such a move, Crockett felt it safe to restart his PPV attempts, and scheduled Bunkhouse Stampede in January 1988. However, the WWF again sabotaged JCP by airing the first-ever Royal Rumble on the USA Network opposite Bunkhouse Stampede, cutting into its buy rate. Crockett then attempted to use McMahon's tactics against him, airing Clash of the Champions I—featuring a PPV-quality card—on TBS in an attempt to draw viewers away from WrestleMania IV on PPV, which took place that same night.  This was one of the few tactics to actually work for JCP in its war with the WWF, as WrestleMania IV's buy rate was much lower than that of the previous year's Survivor Series. However, Clash of the Champions was now the only thing Crockett could use to keep the NWA alive, though it was not even as highly watched as the WWF's Saturday Night's Main Event. On the verge of bankruptcy, Crockett sold Jim Crockett Promotions to Ted Turner in November 1988, and the promotion was renamed the Universal Wrestling Corporation. Soon after, it was renamed again to World Championship Wrestling (WCW).

Sale to Turner Broadcasting System (1988–1993)
The eventual downfall of JCP, leading to its eventual sale to Ted Turner (and thereby the birth of WCW) can be attributed to several key factors. Magnum T. A. — one of JCP's top babyfaces, and the performer scheduled to become NWA World Heavyweight Champion at Starrcade 1986 — was severely injured in a car accident over two months before Starrcade (October 14), and could never wrestle again. So, JCP turned major "heel" Nikita Koloff, into a face on October 25, to take Magnum T. A.'s place while still being able to have a profitable build-up to Starrcade's main event. JCP alienated loyal fans in the Carolinas by moving Starrcade '87 and the Bunkhouse Stampede to arenas in Chicago and New York City, respectively. JCP had no real history and market presence in either of these non-southern metro areas, and its ability to drawing sellout crowds for arena shows in the Southeast eventually suffered, as some local fans vindictively withheld their support.

Booking decisions also factored into the promotion's downfall. JCP flushed away a potentially profitable angle following the acquisition of Bill Watts's UWF by "burying" the UWF's talent.  Instead of portraying them as competitive with JCP wrestlers, the UWF's wrestlers and championships were portrayed as second-rate compared to those of JCP. Meanwhile, mid-carder Ron Garvin beat perennial champion Ric Flair for the NWA world title. Although Garvin was booked to be a babyface, many fans did not find him credible enough to be a serious threat to Flair.

JCP apparently neglected to monitor its own lavish spending as well.  Crockett flew himself and his top performers around in an expensive private jet. In addition to the expense of Crockett's personal jet, there were other extravagant purchases such as the limousines provided for various wrestlers and regular business parties held by officials throughout JCP's regional offices. In addition, the large amount of capital needed to take a wrestling company on a national tour and Crockett's aggressive territorial acquisitions had seriously drained JCP's coffers. In purchasing the UWF, JCP also took responsibility for the UWF's large debt from TV contracts, etc.

Compounding the issues that came with expansion was a lack of investing in the kind of marketing needed to make it successful.  As mentioned, major cards such as Starrcade and the Bunkhouse Stampede did not draw as well when moved out of JCP's traditional territory.  According to Rhodes, JCP failed to gain the national name recognition that McMahon achieved with the World Wrestling Federation. Rhodes also pointed out that with the WWF's success, McMahon was financially able to lure the top talent away from rival companies. Because of this, JCP offered many of its stars lucrative contracts - paying them beyond their actual value - to prevent them from leaving the company.

Another factor was the fans' exasperation with the "Dusty Finish" (a type of "screwjob" finish named after Rhodes, who did not actually invent the concept, but used it frequently for matches at regular house shows and PPV/major cards, alike).  Due to the heavy overuse of this end-of-match sequence, many JCP fans started to expect the swerve at any moment, whenever a popular wrestler (usually a face) appeared to win a title match and was about to be awarded the championship belt (or any similar situation), only to have the win overturned due to a technicality. As a result, attendance at live shows began to fall — even at venues where JCP had traditionally drawn well or extremely well.

By 1988, JCP was on the verge of bankruptcy. In November 1988, Turner Broadcasting System purchased a majority interest in JCP for $9 million. The Crockett family retained a minority interest, with Crockett, Jr. becoming a consultant. Turner Broadcasting System ultimately rebranded the promotion World Championship Wrestling. In 1993, JCP ceased to exist.

Revival under Conrad Thompson and David Crockett (2022)
On May 16, 2022, Ric Flair announced he would return to the ring for one last match under Jim Crockett Promotions, Ric Flair's Last Match on July 31, 2022. Shortly after Flair's announcement, David Crockett and Conrad Thompson of the Starrcast wrestling fan convention filed for U.S. trademarks on "Jim Crockett Promotions" and "JCP" with respect to wrestling events, news, and merchandise.

During a media call promoting the pay-per-view, Thompson stated he will give his 50% percent of the U.S. trademarks of Jim Crockett Promotions to David Crockett on August 1, 2022, after the conclusion of the Starrcast weekend.

Championships

See also
 Jim Crockett
 Jim Crockett Jr.
 List of former Jim Crockett Promotions personnel
 World Championship Wrestling

References

External links
Wrestling-Titles.com: Jim Crockett Promotions
Wrestling-Titles.com: N.W.A. Mid-Atlantic Championship Wrestling
The Mid-Atlantic Getaway
The Mid-Atlantic Championship Wrestling

American professional wrestling promotions
Entertainment companies established in 1931
Entertainment companies disestablished in 1988
National Wrestling Alliance members
World Championship Wrestling
WWE

Jim Crockett Promotions


نادي طوكيو لكرة القدم  نادي كرة قدم ياباني يلعب في القسم الأول من دوري جي. تأسس النادي في العام 1935.

أهم اللاعبين الذين لعبوا للعين خلال تاريخه
 جادي نورث
 ناثان برنز
 إدوين إيفانيي
 باولو وانشوب
 سانتياغو سالسيدو
 لسعد النويوي

مراجع

وصلات خارجية
  F.C. Tokyo Official Site
  F.C. Tokyo Official Site

أندية الدوري الياباني
أندية كرة قدم أسست في 1935
أندية كرة قدم أسست في 1999
أندية كرة قدم في اليابان
أندية كرة قدم في طوكيو
أندية متعددة الرياضات في اليابان
تأسيسات سنة 1935 في اليابان
تأسيسات سنة 1999 في اليابان
قوالب تشكيلات أندية كرة قدم يابانية

نادي طوكيو


Predrag Štromar (Varaždin, 13. siječnja 1969.), je hrvatski političar. Bivši je potpredsjednik Vlade Republike Hrvatske te bivši predsjednik HNS-a. Ministar graditeljstva i prostornog uređenja te potpredsjednik vlade je od 9. lipnja 2017. do 23. srpnja 2020. godine.

Životopis
U Varaždinu je završio Srednju školu. 1993. završio je Ekonomski fakultet u Zagrebu.

Politička karijera
Član je Hrvatske narodne stranke (HNS) od 1990. Bio je i na dužnosti Varaždinskog župana, te predsjednik županijske zajednice HNS-a. Bio je i izvršni direktor varaždinske INAe.

U lipnju 2017., Štromar i Blaženka Divjak jedini su prihvatili koaliciju s HDZ-om u Saboru. Od 9. lipnja 2017. vrši dužnost potpredsjednika Vlade RH i ministra graditeljstva i prostornog uređenja do 23. srpnja 2020. Od 6. lipnja 2017., privremeni je predsjednik HNS-a umjesto Ivana Vrdoljaka.  24. svibnja postao je Predsjednik Hrvatske narodne stranke (HNS) do 12. prosinca 2020. godine kada ga nasljeđuje Stjepan Čuraj.

Osobni život
Trenutačno živi u Vinici kraj rodnog Varaždina.

Ministri graditeljstva i prostornog uređenja Vlade Republike Hrvatske
Životopisi, Varaždin

Predrag Štromar